Authors

Article Title

DOI

10.14221/ajte.2014v39n10.7

Abstract

Abstract: The purpose of this study was to ascertain whether the basic knowledge and skills are attained within the scope of the course on Scientific Research Methods. In addition, the impact of the procedure, which is followed while implementing the course, on the students’ anxiety and attitude towards the course is examined. Besides, the study also tried to determine the pre-service teachers’ beliefs regarding their self-sufficiency in terms of doing a scientific research. The study was carried out the action research design as the basis. The sample of the study consisted of 27 pre-service teachers. They were in the third grade of the undergraduate program of Elementary Science Education in the fall semester of the school year of 2013-2014 in a state university in the northwest of Turkey, and they received the course on “Scientific Research Methods”. The implementation continued for 14 weeks with 2 hours a week. The study data was collected with the help of a questionnaire including nine open-ended questions in order to identify the opinions of the pre-service teachers about the course on Scientific Research Methods. A success test including short-answer, true-false, multiple-choice and open-ended questions is used in order to determine whether the course content was learnt by pre-service teachers. According to the research results, the pre-service teachers that took this course had decreased levels of anxiety towards doing scientific research. This study identified that the pre-service teachers have a medium-level attitude towards doing research. They stated that this course was important and necessary. It was found that this course ensured that the pre-service teachers gained some skills such as article writing, article review, and literature review.

Recommended Citation

TOSUN, C.
(2014).
Pre-Service Teachers’ Opinions about The Course on Scientific Research Methods and The Levels of Knowledge and Skills They Gained in This Course.
Australian Journal of Teacher Education, 39(10).
http://dx.doi.org/10.14221/ajte.2014v39n10.7